Maura Maria Morita Vasconcellos

O professor e a boa prática avaliativa no ensino superior na perspectiva de estudantes

Este artigo e resultado de investigacao realizada em cursos de licenciatura da Universidade Estadual de Londrina (UEL) visando conhecer praticas avaliativas de professores indicados por alunos como bons avaliadores. Foram realizadas entrevistas semi-estruturadas com 48 desses docentes, gravadas e transcritas para tratamento e analise qualitativa. Uma das vertentes do estudo preocupou-se em desvelar aspectos pessoais que movem a pratica avaliativa no ensino superior, enfatizando: as experiencias pessoais; a auto-avaliacao e o processo reflexivo sobre a pratica; e valores e concepcoes que embasam as praticas avaliativas. O objetivo principal da investigacao foi extrair licoes das praticas positivas de avaliacao para professores de ensino superior em geral. Entre as licoes extraidas, destacam-se: a assuncao de uma concepcao de ensino mais ampla que ultrapasse os limites da sala de aula e da aula em si; a auto-avaliacao como pratica permanente dos avaliadores; e a prevalencia dos fins sobre os meios no processo de avaliacao.This article is the result of an investigation done in the preservice teaching education courses at Londrina State University (UEL), which tried to und erstand evaluation practices of university teachers working in those courses nominated by stud ents as good evaluators. The study included semi-structured interviews with 48 teacher s, recorded and transcripted for treatment and qualitative analysis. One of the main aspects w as to observe personal aspects which stimulate the evaluation practice in higher educati on, focusing on the teachers personal experiences, self-evaluation, and the reflective pr ocess on their teaching practice. The values and conceptions which embody the evaluation practice were also investigated. The main objective of the research was to extract lessons fr om the positive practice of the evaluation for university teachers in general. Some of the notewor thy lessons included: the assumption of a comprehensive conception on teaching which surpasses the limits of the classroom itself, the self-evaluation as a continuous process of the eval uators practice, and the predominance of the objectives over the procedures in the evaluation pr ocess.

A formação pedagógica institucional para a docência na Educação Superior

Apresentam-se resultados de uma pesquisa sobre docencia e formacao pedagogica na universidade, visando contribuir para o processo de formacao dos docentes que atuam na Educacao Superior, colhendo subsidios para a elaboracao de programas institucionais. A opcao metodologica pautou-se na abordagem de cunho qualitativo, de carater exploratorio-descritivo. O questionario foi o instrumento para a coleta de dados junto aos docentes e estudantes de cursos de graduacao. Os resultados indicam que a construcao da docencia superior e o ensino de boa qualidade precisam de investimentos institucionais pedagogicos, administrativos e materiais; a carreira docente universitaria requer propostas e iniciativas institucionais que alterem dimensoes do ensino e da aprendizagem e sua sustentacao teorico-pedagogica; a qualidade do ensino deve superar o equivoco da unilateralidade da pesquisa como instrumentalizacao para a acao docente; as possibilidades e limites institucionais refletem escolhas da profissionalizacao e permitem mapeamento das bases epistemologicas da docencia no campo da Educacao Superior.

El profesor y la práctica evaluative en la enseñanza superior

Este artigo e resultado de investigacao realizada em cursos de licenciatura da Universidade Estadual de Londrina (UEL) visando conhecer praticas avaliativas de professores indicados por alunos como bons avaliadores. Foram realizadas entrevistas semi-estruturadas com 48 desses docentes, gravadas e transcritas para tratamento e analise qualitativa. Uma das vertentes do estudo preocupou-se em desvelar aspectos pessoais que movem a pratica avaliativa no ensino superior, enfatizando: as experiencias pessoais; a auto-avaliacao e o processo reflexivo sobre a pratica; e valores e concepcoes que embasam as praticas avaliativas. O objetivo principal da investigacao foi extrair licoes das praticas positivas de avaliacao para professores de ensino superior em geral. Entre as licoes extraidas, destacam-se: a assuncao de uma concepcao de ensino mais ampla que ultrapasse os limites da sala de aula e da aula em si; a auto-avaliacao como pratica permanente dos avaliadores; e a prevalencia dos fins sobre os meios no processo de avaliacao.This article is the result of an investigation done in the preservice teaching education courses at Londrina State University (UEL), which tried to und erstand evaluation practices of university teachers working in those courses nominated by stud ents as good evaluators. The study included semi-structured interviews with 48 teacher s, recorded and transcripted for treatment and qualitative analysis. One of the main aspects w as to observe personal aspects which stimulate the evaluation practice in higher educati on, focusing on the teachers personal experiences, self-evaluation, and the reflective pr ocess on their teaching practice. The values and conceptions which embody the evaluation practice were also investigated. The main objective of the research was to extract lessons fr om the positive practice of the evaluation for university teachers in general. Some of the notewor thy lessons included: the assumption of a comprehensive conception on teaching which surpasses the limits of the classroom itself, the self-evaluation as a continuous process of the eval uators practice, and the predominance of the objectives over the procedures in the evaluation pr ocess.

Formar professores universitários: tarefa (im)possível?

Este artigo deriva de pesquisa de pos-doutoramento a respeito de programas institucionalizados de formacao docente. Pretende-se problematizar acoes formativas para a docencia no Ensino Superior realizadas em universidades publicas, com vistas a identificar riscos, tensoes e desafios enfrentados pelos programas institucionalizados. Num estudo exploratorio descritivo, foram consultados coordenadores de programas, por meio de entrevista presencial, e reconhecidos pesquisadores da area de formacao pedagogica universitaria, utilizando-se entrevista por e-mail. A analise apoia-se no metodo hermeneutico-dialetico. Aparecem como desafios: a luta constante na resistencia as politicas reguladoras que caminham na contramao de uma educacao que vise a uma qualidade social; a sustentabilidade das politicas institucionais; a valorizacao de uma formacao pedagogica universitaria regida por principios eticos e politicos aderentes a emancipacao humana, e, como estrategia de luta contra-hegemonica, a construcao de redes de articulacao entre os programas existentes.This paper originated from a post-doctoral research on institutional university teachers’ development programs. Its objective is to question formative actions for higher education teaching at public universities, identifying the risks, tensions and challenges faced by these institutionalized programs. During this descriptive - exploratory study, programs coordinators were consulted through a face-to-face interview, while recognized researchers from the university teaching development area were interviewed via email. The analysis used was based on the hermeneutics - dialectics method. A few challenges surfaced: the constant struggle resisting regulatory policies directed against an education that aims at social quality; the sustainability of institutional policies; the valorization of university teaching development programs regulated by ethical and political principles related to human emancipation; and, as a strategy against hegemonic status, the construction of articulation networks among existing programs.

Formar a profesores universitarios: ¿Tarea (in)posible?

Este artigo deriva de pesquisa de pos-doutoramento a respeito de programas institucionalizados de formacao docente. Pretende-se problematizar acoes formativas para a docencia no Ensino Superior realizadas em universidades publicas, com vistas a identificar riscos, tensoes e desafios enfrentados pelos programas institucionalizados. Num estudo exploratorio descritivo, foram consultados coordenadores de programas, por meio de entrevista presencial, e reconhecidos pesquisadores da area de formacao pedagogica universitaria, utilizando-se entrevista por e-mail. A analise apoia-se no metodo hermeneutico-dialetico. Aparecem como desafios: a luta constante na resistencia as politicas reguladoras que caminham na contramao de uma educacao que vise a uma qualidade social; a sustentabilidade das politicas institucionais; a valorizacao de uma formacao pedagogica universitaria regida por principios eticos e politicos aderentes a emancipacao humana, e, como estrategia de luta contra-hegemonica, a construcao de redes de articulacao entre os programas existentes.This paper originated from a post-doctoral research on institutional university teachers’ development programs. Its objective is to question formative actions for higher education teaching at public universities, identifying the risks, tensions and challenges faced by these institutionalized programs. During this descriptive - exploratory study, programs coordinators were consulted through a face-to-face interview, while recognized researchers from the university teaching development area were interviewed via email. The analysis used was based on the hermeneutics - dialectics method. A few challenges surfaced: the constant struggle resisting regulatory policies directed against an education that aims at social quality; the sustainability of institutional policies; the valorization of university teaching development programs regulated by ethical and political principles related to human emancipation; and, as a strategy against hegemonic status, the construction of articulation networks among existing programs.

University teachers’ development: an (im) possible task?

Este artigo deriva de pesquisa de pos-doutoramento a respeito de programas institucionalizados de formacao docente. Pretende-se problematizar acoes formativas para a docencia no Ensino Superior realizadas em universidades publicas, com vistas a identificar riscos, tensoes e desafios enfrentados pelos programas institucionalizados. Num estudo exploratorio descritivo, foram consultados coordenadores de programas, por meio de entrevista presencial, e reconhecidos pesquisadores da area de formacao pedagogica universitaria, utilizando-se entrevista por e-mail. A analise apoia-se no metodo hermeneutico-dialetico. Aparecem como desafios: a luta constante na resistencia as politicas reguladoras que caminham na contramao de uma educacao que vise a uma qualidade social; a sustentabilidade das politicas institucionais; a valorizacao de uma formacao pedagogica universitaria regida por principios eticos e politicos aderentes a emancipacao humana, e, como estrategia de luta contra-hegemonica, a construcao de redes de articulacao entre os programas existentes.This paper originated from a post-doctoral research on institutional university teachers’ development programs. Its objective is to question formative actions for higher education teaching at public universities, identifying the risks, tensions and challenges faced by these institutionalized programs. During this descriptive - exploratory study, programs coordinators were consulted through a face-to-face interview, while recognized researchers from the university teaching development area were interviewed via email. The analysis used was based on the hermeneutics - dialectics method. A few challenges surfaced: the constant struggle resisting regulatory policies directed against an education that aims at social quality; the sustainability of institutional policies; the valorization of university teaching development programs regulated by ethical and political principles related to human emancipation; and, as a strategy against hegemonic status, the construction of articulation networks among existing programs.

Docência na universidade: compromisso profissional e qualidade de ensino na graduação

The article analyzes results of research on teaching and teacher training, in which one of the objectives was to identify students and teachers’ perceptions of the quality of teaching in undergraduate courses at a public university. The methodology was based on a qualitative, explorative-descriptive research. The questionnaire was the instrument for collecting data from teachers and students of undergraduate courses. Questionnaires were answered by 715 students and 64 teachers. As a result we identified problems related to the following: teacher performance, students’ behavior, course organization and the institution. In regards to teacher’s performance, emphasized on the text, problems related to competence and commitment were mentioned, which goes back to the issue of teacher development. Highlights the need for universities to look into its problems and deficiencies more critically, improving its social relations and trying to consolidate itself as an institution dedicated to education and the construction of human society.

The university teacher and appropriated evaluation practices in higher education: a student's perspective

Este artigo e resultado de investigacao realizada em cursos de licenciatura da Universidade Estadual de Londrina (UEL) visando conhecer praticas avaliativas de professores indicados por alunos como bons avaliadores. Foram realizadas entrevistas semi-estruturadas com 48 desses docentes, gravadas e transcritas para tratamento e analise qualitativa. Uma das vertentes do estudo preocupou-se em desvelar aspectos pessoais que movem a pratica avaliativa no ensino superior, enfatizando: as experiencias pessoais; a auto-avaliacao e o processo reflexivo sobre a pratica; e valores e concepcoes que embasam as praticas avaliativas. O objetivo principal da investigacao foi extrair licoes das praticas positivas de avaliacao para professores de ensino superior em geral. Entre as licoes extraidas, destacam-se: a assuncao de uma concepcao de ensino mais ampla que ultrapasse os limites da sala de aula e da aula em si; a auto-avaliacao como pratica permanente dos avaliadores; e a prevalencia dos fins sobre os meios no processo de avaliacao.This article is the result of an investigation done in the preservice teaching education courses at Londrina State University (UEL), which tried to und erstand evaluation practices of university teachers working in those courses nominated by stud ents as good evaluators. The study included semi-structured interviews with 48 teacher s, recorded and transcripted for treatment and qualitative analysis. One of the main aspects w as to observe personal aspects which stimulate the evaluation practice in higher educati on, focusing on the teachers personal experiences, self-evaluation, and the reflective pr ocess on their teaching practice. The values and conceptions which embody the evaluation practice were also investigated. The main objective of the research was to extract lessons fr om the positive practice of the evaluation for university teachers in general. Some of the notewor thy lessons included: the assumption of a comprehensive conception on teaching which surpasses the limits of the classroom itself, the self-evaluation as a continuous process of the eval uators practice, and the predominance of the objectives over the procedures in the evaluation pr ocess.